The Gulls Picnic

= Language comprehension
= Word recognition

Group/Guided reading

Introducing the story

(Questioning, Clarifying) Look at the title picture and read the
title together, pointing to the words as you read them. Ask:
Can you find a gull in the picture?
(Prediction) Ask the children to predict what will happen in the
story.
(Questioning) Sound out the word gulls, g-u-ll-s in the title.
Ask the children to point out which two letters are used as
code for the sound /l/. Ask: Have you ever seen a gull before?
Where do you usually find them?
Pay attention to the tricky words used in the book. Read these
words for the children if necessary, to help build familiarity
before they read the story independently.
the no to they was see all said out by oh do went

Strategy check
Remind the children to use their knowledge of phonics to
sound out and blend new words.

Reading the story

Ask the children to read the story aloud and help where
necessary. Praise and encourage them as they read.
On page 72-, ask children to sound out and blend the word
 sandwich, s-a-n-d-w-i-ch. Ask them if they can find another
word at the beginning of sandwich (sand).
On page 72-, point to the word paraglider and help the
children to read this word. Sound out the individual sounds for
children and encourage them to blend the sounds together.
Ask children if they know what a paraglider is and clarify if
necessary.
(Questioning, Prediction) Pause at the end of page 73- and
ask: Why do you think a sandwich landed on Kippers head?
What do you think has happened to the picnic?
Pause at the end of page 74- and ask: What do you think
they will all have for their lunch now?
Observing Can the children get the main idea of the story? Can they use
their phonic knowledge to decipher new words?

Returning to the story

(Summarising) Ask the children to re-tell the story in their own
words.
(Questioning) Look again at page 72- and ask: Was Dad
right to worry about getting sand in the sandwiches? Should
he have worried about something else spoiling the picnic?
(Clarifying) Look again and page 74- and read what Mum
says again. Ask: How does Mum sound when she says this?
(Analysing) Look again at page 74- and ask: Why is Kipper
running towards the gulls?

Independent reading

Objective Explore and experiment with sounds, words and texts. Read as
independently as possible.
As they read, encourage the children to sound out and blend
new words, for example r-u-g, y-u-m, t-u-ck, s-a-n-d.
Support children with reading challenge words:
 sand paraglider landed Green Kipper teacher sandwiches pizza
If a word is too difficult, simply read the word for them.
Remind the children that the text in speech marks shows that
characters are speaking. Model for the children how to read all
the speech with lots of expression and encourage them to do
the same.
Observing Did the children read independently with emotion and
confidence?

Speaking, listening and drama activities

Objectives Organise what they say; focus on main ideas; include related
details; listen to others; take turns in speaking.
Ask the children to sit in a circle. Get them to take it in turns to
talk about picnics they have been on. Ask them to think about
where they went, what they ate and what they enjoyed about
the picnic.
Ask the children to describe the food they would most enjoy
eating on a picnic.
Play I went on a picnic and packed going around the circle.
The children need to recall the items that have already been
listed and add a new item to the list when it is their turn.

Writing activities

Objectives Write captions for pictures and drawings; to apply knowledge

of letter/sound correspondence in writing; to experiment with
writing for a variety of purposes.
Provide the children with paper and a variety of pens, crayons
and coloured pencils.
Scribe a list of some of the different foods that children
suggested in the Speaking and Listening activity on the board.
 Ask children to pick the items that they would include in their
own picnic and draw their own picnic.
Ask children to look at their drawings and make a shopping
list for their picnic. Encourage them to use their phonic skills to
sound out and spell the words where appropriate.
Observing Do the children use correct spelling?

Cross-curricular suggestion
Geography Beaches around the country. Ask children to think
of a time when they have visited the beach. Ask them if they
can remember where they went to the beach and show them
where it is on a map. You may like to display the map adding
labels to show where each child has visited.